Science Teacher Preparation in an Era of Standards-Based Reform (1997) / Chapter Skim
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A Vision of Science Teacher Preparation
A Vision of Science Teacher Preparation
Pages 4-18
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From page 4... ...
, In order to achieve this vision, we recommend that the National Science Foundation support programs aimed at heightening science faculty members' awareness of their responsibility to educate prospective science teachers Science teacher education is embedded in a college or university education consisting of general education courses, science courses, professional education course work and practical experiences. Although the beneficial, multiplicative effect of improving teacher preparation is enormous, many postsecondary science faculty members have paid little attention to the impact of their courses on future teachers and have not been engaged in national reform efforts.
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From page 5... ...
Some science faculty have become aware of their critical role in the effort to improve K-12 education and want to be more successful in preparing future science teachers. A significant impetus for this increased awareness has been the release of several national reports on undergraduate science, mathematics, engineering, and technology (SME&T)
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From page 6... ...
Although most certified secondary science teachers complete a major in one of the science disciplines, some major in education and complete a specified number of credit hours in science. Few future elementary teachers major in science, even at institutions that have eliminated the education major.
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From page 7... ...
In the context of developing science teacher education that is consistent with the Standards, professional development for postsecond~ary science and education faculty members is particularly relevant. According to Within and Goodenou~h (19811- variations in students' cognitive .~tvle~ `1emanr1 O ~ ,, ~ .
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From page 8... ...
Professional development is desirable for personnel in all facets of the overall institutional program for teacher education, particularly when it is aimed at helping faculty incorporate and mode} appropriate uses of information technology in their courses. VISION 3: All science teacher educators will consider issues of teacher preparation program and curriculum design in light of the Standards.
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From page 9... ...
Highly qualified science education faculty members are in the best position to assist prospective teachers in the integration of these intellectual perspectives and help them develop acceptable teaching practices. Science Teacher Preparation in an Era of Stanclards-Based[Reform 9
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From page 10... ...
From the standpoint of program design, the self-contained nature of fifth-year programs means that there is greater overall control of the curriculum, in part because these programs have the potential to tie practical experiences very closely to theoretical course work. , Despite their increasing numbers, science teacher educators have not universally embraced fifthyear programs.
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From page 11... ...
point to lack of access to information about improved practices and programs as an impediment to reform of SME&T education. This problem specifically extends to information about successful courses and programs for future science teachers, including models of effective collaboration among science and education faculty members.
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From page 12... ...
Making interdepartmental collaboration a requirement in course and curriculum development proposals would do much to influence the culture of postsecondary institutions, especially if these proposals included support for faculty from each department. Examples of such collaboration that have particular implications for science teacher education might include combining topics in biology and economics with regard to environmental issues, or more fully integrating topics in science and mathematics to prepare future teachers to themselves integrate these subjects in K-12 schools.
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From page 13... ...
~7 -- ~ rim -' Development of effective collaboration among stakeholders in science teacher preparation is a lengthy process, and support for such efforts should be provided over an extended period of time. Science and education faculty interested in improving courses for prospective teachers need time to develop courses, implement them, evaluate their effectiveness, modify them as appropriate, and repeat the implementation.
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From page 14... ...
One response by schools of education has been to increase admissions requirements for teacher preparation programs. Many teacher education institutions now require higher grade point averages and admissions test scores than before (Darling-Hammond and Berry, 1988~.
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From page 15... ...
VISION 7: All science teacher educators will have access to a body of research about the effectiveness of various models for teacher preparation, will draw on that research to improve existing science teacher preparation programs, and will contribute to that body of knowledge as part of teacher preparation program design. In order to achieve this vision we recommend that the National Science Foundation · collaborate with other federal agencies and private funders to promote additional research about the effectiveness of various models of science teacher preparation.
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From page 16... ...
There is a lack of research for producing a framework for teacher preparation programs in general and this applies to curricula for science teacher preparation as well. Each strand of the science teacher preparation curriculum (general education, science education, and professional education)
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From page 17... ...
cannot be met without serious attention to bridging the cultural gap between scientists and social scientists. This report began with the vision that science faculty view themselves as science teacher educators, and therefore as partners with their colleagues in the school, college, or department of Education.
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